Western Kentucky University Office of the Dean 745 … Kentucky University Office of the ... REPORT...

Graduate Studies and Research

Western Kentucky University

Office of the Dean

745-2446

REPORT TO THE UNIVERSITY SENATE

DATE: December 2006

FROM: Graduate Studies

The Graduate Council submits the following items for consideration. Items

marked with an asterisks [*] are information items. All other items are consent

items:

I. One time Only

EDU 507- Geographic Concepts and Skills for Teachers*

FIN 436G- International Finance*

II. Create a Course

EDU 524- Educational Assessment

EDU 522- Foundations of Differentiated Instruction

EDFN 700- Research Design and Dissertation

GEOG 506- Geoscience Environmental Seminar

GEOG 543- Environmental Science Concepts

GEOG 587- Environmental Law, Regulations, and Policy

GEOG 517- Spatial Databases

III. Revise a Course

GEOG 419G- GIS Application Development

IV. Revise a Program

092- Master of Arts in Psychology

072- Master of Science in Geoscience

Proposal Date: 8-21-06

College of Education and Behavioral Sciences

Department of Curriculum & Instruction

Proposal to Create a New Course

Action Item

Contact Person: Lisa D. Murley, Ph.D. email: [email protected] phone: 745-

8822

1. Identification of proposed course

1.1 Prefix and Number: EDU 524

1.2 Title: Educational Assessment

1.3 Abbreviated title: Educational Assessment

1.4 Credit hours and contact hours: 3 credit hours/3 contact hours

1.5 Type of course: (L)-Lecture

1.6 Prerequisites, corequisities, and/or special requirements: None

1.7 Catalog course listing:

Study of assessment and evaluative techniques used by P-12 teachers, including

norm-referenced and criterion-based data analyses that are utilized throughout the

teaching and learning process.

2. Rationale

2.1 Reason for developing proposed course:

This course is designed for graduate students in elementary, middle, and secondary

education leading to initial or advanced certification. Presently, no such course exists

in this graduate program. Assessment concepts are presented in other graduate

courses, but are addressed in a limited manner due to the precedence of other course

content. The proposed course content, however, will focus on assessment techniques

for P-12 teachers that will be presented through an in-depth assessment curriculum

not provided in other courses in the Department of Curriculum and Instruction.

School district personnel and principals have expressed a need for teacher education

programs to increase learning opportunities in assessment. This need has risen due to

the increased accountability from reform efforts (No Child Left Behind, 2001;

Kentucky Education Reform Act, 1990). Teachers must become proficient in

analyzing student performance on local, state, and national assessments and

subsequently design instruction based upon those results. The proposed course will

seek to prepare students for this increased focus on assessment and accountability.

mailto:[email protected]

Western Kentucky University’s graduate program is based upon The Kentucky

Experienced Teacher Standards. This course will offer content that supports student

mastery of Standard VI: Assesses and Communicates Learning Results along with an

understanding and application of Kentucky’s Core Content for Assessment Version

4.1.

Educational Assessment 524 is currently being taught as a one-time only offering

with an enrollment of 25 students for the Fall 06 term. It is probable that the

enrollment number is indicative of the increased focus on assessment for P-12

teachers.

2.2 Projected enrollment in the proposed course:

Based on enrollment in the one-time only offering, it is anticipated that 25

students will enroll per offering.

2.3 Relationship of the proposed course to courses now offered by the department:

It is anticipated that the proposed course will serve as a restrictive elective in the

graduate program leading to initial or advanced certification in elementary, middle,

and secondary education along with inclusion in the strategies component of the

middle and secondary graduate programs.

The proposed course will offer a more in-depth study of assessment than other

courses presently offered in the teacher education graduate program. ELED 505,

Advanced Materials and Methods in Modern Mathematics for Elementary Teachers;

ELED 506, Seminar in Elementary School Science; ELED 507, Advanced Materials

and Methods in Social Studies; MGE 571, Middle School Curriculum; SEC 580,

Curriculum; and EDU 544, Classroom Teaching Strategies offer assessment content,

but cannot devote the time needed for in-depth assessment development and analyses

as is the intent of the proposed course.

2.4 Relationship of the proposed course to courses in other departments:

Clearly, other courses in other departments address assessment topics linked to that

course’s particular content. For example:

PSY 643 Psychoeducational Assessment includes a focus on

administering standardized tests for the purpose of evaluation of students

referred for special education.

EXED 530 Advanced Assessment Techniques is targeted to special education

assessment materials and methods, specifically focusing on interpreting

standardized tests for Individual Education Plan development.

EDFN 500 Research Methods is designed to assist students in educational

research, which includes reading and evaluating research materials.

IECE 521 Assessment in Interdisciplinary Early Childhood Education offers

assessment learning experiences for students specializing in Early Childhood

(i.e., birth through kindergarten).

Other courses in other departments that target assessment practices specific to

that particular field of study include (but are not limited to): CNS 552,

Testing and Assessment in Counseling; PE 515, Assessment in Physical

Education; SWRK 573, Assessment and Case Management of Child Sex

Abuse; PSY 561 Advanced Assessment in Educational Settings; and PSY,

560, Assessment of Cognitive and Intellectual Functioning.

The proposed course content, however, is unique in that it offers a rich, in-

depth curriculum in educational assessment designed for P-12 classroom

teachers.

2.5 Relationship of the proposed course to courses offered elsewhere:

Western Kentucky University is one of eleven teacher preparation institutions in ten

states participating in The Renaissance Partnership Project, which is focused on

improving the quality of their graduates. A review of assessment course offerings for

P-12 teacher education graduate programs at these institutions found that six of the

eleven universities offered courses similar to this proposed course. California State

University at Fresno offers CI 260 Reflective Teaching; Eastern Michigan University

offers CURR 650 Improving Instruction through Inquiry and Assessment; Idaho

State University offers EDUC 622 Educational Assessment and Evaluation;

Virginia’s Longwood University offers EDUC 681 Foundations of Evaluation and

Learning; Middle Tennessee University offers ELED 6620 Assessment of Teaching

and Learning; and Pennsylvania’s Millersville University offers EDSU 703

Curriculum and Supervision.

The elementary, middle, and secondary graduate program at Western Kentucky

University seeks to offer students a rigorous and relevant curriculum. The proposed

course will add a dimension to this program that is currently unavailable to our

students, one that other teacher education programs are offering and obviously find

valuable and useful for students.

3. Discussion of proposed course

3.1 Course Objectives:

Students will be able to:

Analyze data from standardized test results and classroom student

work samples.

Design assessments based upon the Kentucky Core Content for

Assessment Version 4.1.

Identify mandates of the No Child Left Behind Act of 2001

Accountability System.

Identify high stakes accountability aspects of the Kentucky Education

Reform Act Assessment and Accountability.

Design instruction based upon assessment results.

Compare and contrast norm-referenced assessment and criterion-

based

Assessment.

Identify and apply multiple methods of formative and summative

assessments.

Utilize technology to promote academic thinking and discussion.

Utilize technology for data analysis.

Identify and apply research-based instructional strategies and

methods.

Identify ethical testing procedures.

Evaluate multiple data sources, synthesize results, and develop long

range

improvement strategies.

3.2 Course outline:

Some topics included in the proposed curriculum include state and federally

mandated test result analyses, formative and assessment development and analyses,

development of a grade level improvement plan using multiple sources of data, and

writing high level test items.

A. Crafting Classroom Assessments

Utilizing Classroom Decision Making

Setting Goals and Objectives

Planning for Assessment and Instruction

Writing Completion, Short-Answer, True-False, Multiple Choice,

Matching, and Open Response Test Items

Crafting Performance Tasks, Projects, Rating Scales, and Scoring

Rubrics

Using Diagnostic Assessments

B. Preparing Students to Be Assessed

Utilizing Testwiseness

Identifying Test Anxiety Strategies

Identifying Good Test Preparation Strategies

C. Using Classroom Assessments

Preparing Students for Assessment

Grading Student Progress

Assessing Higher Order Thinking

Assessing Problem Solving

Assessing Critical Thinking

D. Interpreting and Using Standardized Tests

Understanding Standardized Achievement Tests

Analyzing CATS Data

Analyzing No Child Left Behind Data

Developing an Improvement Plan Based Upon Data Results

3.3 Student expectations and requirements:

Assessment of student learning will be based on a combination of assignments and

exams, including some or all of the following:

Online discussion of selected assessment journal articles

Data analysis project

Written unit test blueprint development

Assessment plan development

Test item development

Research paper

Course content quizzes

Final exam

Regular class attendance

Participation in class discussion and class activities

3.4 Tentative texts and course material:

Required Textbooks:

Nitko, A. & Brookhart, S. (2007). Educational assessment of students (5th

ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Association For Supervision and Curriculum Development (2005).

Assessment to Promote Learning. Educational Leadership, 63(3).

Recommended Texts:

Kentucky Department of Education. (2006). Program of studies, core content for

assessment, & academic expectations. Frankfort, KY: Author.

Kentucky Department of Education. (2006). Core content for assessment 4.1.,

Frankfort, KY: Author.

4. Resources

4.1 Library resources:

The library has indicated that current resources are adequate to support this course.

Currently, all but two of the resources listed on the bibliography can be found in the

university library, and those two resources will be purchased. See attached library

form.

4.2 Computer resources:

The College of Education and Behavioral Sciences has adequate computer resources

for faculty and student support.

5. Budget Implications

5.1 Proposed method of staffing:

Graduate faculty in Curriculum and Instruction will teach this course.

5.2 Special equipment needed:

No special equipment is needed for this course.

5.3 Expendable materials needed:

No expendable materials are needed for this course.

5.4 Laboratory supplies needed:

No laboratory supplies are needed for this course.

6. Proposed term for implementation: Spring, 2007

7. Date of prior committee approval:

Department of Curriculum and Instruction 8-21-06

CEBS Curriculum Committee 10-03-06

Professional Education Council 10-11-06

Graduate Council 11-09-06

University Senate _______

Bibliography

Anderson, L. (2003). Classroom assessment: Enhancing the quality of teacher decision

making. Mahwah, NJ: L. Erlbaum Associates.

Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA:

Corwin Press.

Bloom, B., Madaus, G. & Hastings, J. (1981). Handbook on formative and summative

evaluation of student learning. New York: MacGraw-Hill.

Hales, L. & Marshall, J. (2004). Developing effective assessments to improve teaching

and learning. Norwood, MA: Christopher-Gordon Publishing.

Kentucky Department of Education. (2006). CATS assessment support. Retrieved

September 6, 2006.

http://www.education.ky.gov/KDE/Administrative+Resources/

Testing+and+Reporting+/District+Support/Tools+and+Resources/Downloads.ht

m

Kentucky Department of Education. (2000). Results matter. Retrieved September 6, 2006

http://www.education.ky.gov/KDE/Administrative+Resources/

From http://www.education.ky.gov/NR/rdonlyres/

eof42hocouhmcq6fl3qrwuvl5667u3xycbb6ongnfb4mzlo4ru37iwneiku2qoefofun6

f67vni7oiy5q75fula27pb/10thAnniversaryReport.pdf?SUBMIT=Search

Marzano, R., Pickering, D., and McTighe, J. (1993). Assessing student outcomes:

Performance assessment using dimensions of learning model. Alexandria, VA:

ASCD.

Mertler, C. (2003). Classroom assessment: A practical guide for educators. Los Angeles:

Pyrczak Publishing.

National Commission on Excellence in Education. (1983). A nation at risk: The

imperative for educational reform. Washington, DC: U.S. Government

Printing Office.

Pankratz, R., & Petrosko, J. (Eds.). (2000). All children can learn. San Francisco: Jossey-

Bass.

Popham, J. (2003). Test Better, Teach Better. Alexandria, VA: ASCD.

Stiggins, R. (1997). Student-centered classroom assessment. Second Edition. Upper

Saddle River, NJ: Prentice-Hall.

Strong, R., Silver, H., & Perin, M., (2001). Teaching what matters most: Standards and

strategies for raising student achievement. Alexandria, VA: ASCD.

United States Department of Education. (2002). No child left behind: A desktop reference.

Washington, D.C.: Author.

Professional Journals

Action in Teacher Education

American Educational Research Journal

American Journal of Education

http://www.education.ky.gov/NR/rdonlyres/%20eof42hocouhmcq6fl3qrwuvl5667u3xyc

http://www.education.ky.gov/NR/rdonlyres/%20eof42hocouhmcq6fl3qrwuvl5667u3xyc

Educational Assessment

Educational Evaluation and Policy

Analysis

JEM, Journal of Educational

Measurement

Journal of Education

Journal of Educational Research

Journal of General Education

Journal of Teacher Education

Kappa Delta Pi Record

Phi Delta Kappan

Review of Educational Research

Teacher Educator

Teacher Magazine

Theory into Practice

U.S.A. Today (Society for the

Advancement of Education)

Childhood Education

Elementary School Journal

High School Journal

Journal of Research in Childhood

Education

Middle School Journal

YC: Young Children

Proposal Date 8/21/06


Department of Curriculum and Instruction


(Action Item)

Contact Person: Judy C. Davison; Email: [email protected]; Phone: 270-745-3551


1.1 Prefix and number: EDU 522

1.2 Title: Foundations of Differentiated Instruction

1.3 Abbreviated title: Differentiated Instruction

1.4 Credit hours and contact hours: 3/3

1.5 Type of course: (L)-Lecture

1.6 Prerequisites, corequisites, and/or special requirements: None

1.7 Catalog course listing:

Designing a qualitatively different instruction for students with varying abilities, interests,

learning profiles, and affect within the regular classroom experience.

2. Rationale

2.1 Reason for developing the proposed course:

The Kentucky Experienced Teacher Standards are performance based and must be an

integral part of

graduate education programs. Several of those standards address the expectation that

teachers will tailor

instruction to the specific needs of students. However the following standards will receive

the most emphasis

within this course content:

Standard 2 Demonstrates Knowledge of Content

Standard 3 Designs/Plans Instruction.

Standard 4 Creates/Maintains Learning Climate.

Standard 5 Implements/Manages Instruction

Standard 6 Assesses and Communicates Learning Results.

In particular, content will address differences in learning abilities and styles as well

as integration of

multicultural curriculum into classroom environment and instruction at P-12 grade

levels. This content

is not covered in depth in any other courses within the program. This EDU 522

course was offered on a

1-time only basis to a new MAE cohort in summer 2005. Feedback from a survey of

the 20 students

who took the course was very positive, indicating that the content was appropriate

and very beneficial

to their professional growth.

2.2 Projected enrollment for the proposed course:

Based on enrollment in the one-time only offering and the current enrollment of the

EDU 501: Seminar: Designing the Professional Development Plan course, it is

anticipated that 20 students will enroll per offering.

2.3 Relationship of the proposed course to courses now offered by the department:

Differences in the proposed course are is as follows:

The proposed EDU 522: Foundations of Differentiated Instruction synthesizes

theoretical and practical knowledge of diverse learners by creating a unit of study

that incorporates strategies for addressing all multiple intelligences, specific

disabilities and giftedness, gender sensitivities, and cultural awareness. The EDU

544: Teaching Strategies & SEC 580: The Curriculum courses in the program

focus on a theoretical understanding of Models of Teaching and Curriculum

respectively, whereas this course encompasses classroom applications of best

practices. The GTE 537: Curriculum, Strategies, & Materials for Gifted Students

contains content related to the gifted population. However, it is only noted as an

elective offering to middle grades and secondary MAE students. EDU 522

includes a broader spectrum of students, not just gifted and talented.

The MGE 571: Middle Grades Curriculum and ELED 503: Organization of the

Elementary School Curriculum are also more theoretical in content and includes

little multicultural awareness whereas, in this proposed EDU 522 course, students

will critically access their own biases and multicultural awareness and learn to

implement best practices.

2.4 Relationship of the proposed course to courses offered in other departments:

No other departments on campus offer a duplicate graduate course. The EXED 516:

Exceptional Child course focuses primarily on students with disabilities. The EDU 522

course encourages a thematic approach to teaching a broader base of diverse learners. It

would also be appropriate for individuals who have been out of teaching for an

extended period of time or are obtaining the alternate certification/MAE exceptional

education or secondary education.

2.5 Relationship of the proposed course to courses offered elsewhere:

This course has content similar to courses at University of Kentucky (EPE 665:

Education and Culture, EPE 667: Education and Gender); University of Louisville

(EDTL 503: Developing Cross-Cultural Competence: Teaching Students from Diverse

Backgrounds, EDTP 505: Challenging Advanced Learners, EDSP 545: Exceptional

Child in the Regular Classroom); Eastern Kentucky University (EMS 830:

Multicultural Populations and School Curriculum; EMS 855 Gifted and Talented

Youth; SED 800 Exceptional Learners in Regular Classroom), Murray State (EDU 692:

Methods and Materials for Teaching Gifted Students, EDU 695: Multicultural Gifted

Education), and Northern Kentucky (EDG 601: Cultural & Learning Diversity).

However, each of those courses addresses only one aspect of diversity found in our

student population (cultural, learning disabilities, or gifted). Our graduate students

need this fundamental course that incorporates needs of a diverse population of K-12

students. An advantage of this course is that, instead of focusing on just one population,

it will include content that addresses all the populations noted in individual courses at

other institutions.

3. Description of proposed course

3.1 Course Objectives:

Recognize the specific needs of children with learning and behavioral

disabilities and apply accommodations for such children in educational

planning for the regular classroom setting.

Develop awareness and collaborative skills in working with education

professionals who are instrumental in diagnosis, treatments, and

designing accommodations within and outside of the regular classroom.

Develop pre-assessments for learning preferences/styles and abilities

Identify the specific needs of children who are gifted or talented and

apply accommodations for such children in educational planning for the

regular classroom setting.

Examine teaching settings and devise educational approaches appropriate

to the context of specific populations.

Synthesize knowledge of diverse learners in designing units of study that

incorporate strategies for multiple intelligences, disabilities, gifted or

talented, gender sensitivities, and cultural awareness.

Develop multiple post assessments that match learning objectives to

specific learning styles and abilities.

Evaluate materials/books/classroom environments for evidence of

multicultural awareness.

Design multicultural curriculum that will be implemented in a real

classroom setting.

3.2 Content outline:

Differentiated instruction as best practice in teaching. Theoretical foundations.

Identification of common affective and cognitive characteristics of diverse

learners.

Thinking Styles

Learning Styles

Multiple Intelligences & Emotional Intelligences

Pre and post test procedures used to evaluate achievement and

interests

Instructional Differentiation Approaches

Strategies/Content/Assessment

Content, Process, Products

Stereotypes

Assumptions & Bias

Labeling

Racism

Populations, Learning, and Legal Considerations related to the following groups

High Incidence Disabilities

Gifted and Talented

Twice Exceptional

Gender Differences

English Language Learners

Multicultural Awareness (Ethnic and SES)

Multicultural Curriculum

Creating a learning environment that is student centered, considering background

and interests.

Evaluating current learning environments for Multicultural

awareness.

Designing a unit of study that includes instructional and intervention

best practice strategies for learners with varying abilities,

backgrounds, and learning styles.

3.3 Student Expectations and Requirements:

Assessment of student learning will be based on a combination of assignments and

exams, including some or all of the following:

Units of study that incorporate strategies for accommodating

multiple intelligences, learning styles, disabilities, gifted or talented,

gender sensitivities, and cultural awareness.

Multicultural assessments on classroom environment and/or

materials used.

Reading Reflections on articles and/or case studies

Exams

Research Papers

3.4 Tentative texts and course materials:

Required:

Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom:

Strategies and tools

for responsive teaching. Alexandria. A.: Association for Supervision and

Curriculum Development.

Gregory, G.H. & Chapman, C. (2002). Differentiated instructional strategies:

One size doesn’t fit all. Thousand Oaks, CA.: Corwin Press, Ind.

Recommended:

Tiedt, P. & Tiedt, I. (2005). Multicultural teaching: A handbook of activities,

information, and

resources. Boston: Allyn and Bacon.

Winebrenner, S. (2006). Teaching kids with learning difficulties in the regular

classroom: Strategies

and techniques every teacher can use to challenge & motivate

struggling students. Minneapolis, MN: Free Spirit Publishing.

U.S. Office of Migrant Education (2001). The Help! kit: A resource guide for

elementary teachers of

migrant English language learners. Oneonta, NY: ESCORT.

U.S. Office of Migrant Education (2001). The Help! kit: A resource guide for

secondary teachers

of migrant English language learners. Oneonta, NY: ESCORT.

4. Resources

4.1 Library resources: Present holdings are adequate

4.2 Computer resources: None

5. Budget Implications

5.1 Proposed method of staffing:

Present faculty will teach this course.

5.2 Special equipment needed:

No additional equipment is needed in support of this course.

5.3 Expendable materials needed:

No expendable materials are needed in support of this course.

5.4 Laboratory supplies needed:

No laboratory supplies are needed in support of this course.

6. Proposed term for implementation

Spring 2007

7. Dates of prior committee approvals:

Department of Curriculum and Instruction 8/21/06

CEBS Curriculum Committee 10/03/06

Professional Education Council 10/11/06

Graduate Council 11/09/06

University Senate _______

Bibliography

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Mildrum, N.K. (2000). Creativity workshops in the regular classroom. Roeper Review; 22 (3);

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Safran, J.S. (2002) Supporting students with asperger’s syndrome in general education. Council

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Smith, K. & Wertz, M. (2003). Problem solving and gifted education: A differentiated fifth-

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Sullivan, A.K. & Strang, H.R. (2002/03). Bibliotherapy in the classroom: Using literature to

promote the development of emotional intelligence. Childhood Education; 79 (2); 74-80.

Tiedt, P. and Tiedt, I. (2005). Multicultural Teaching: A Handbook of Activities, Information,

and Resources. Boston:

Allyn and Bacon.

Tomlinson, C. A. (1998) For integration and differentiation choose concepts over topics. Middle

School Journal; 30 (2); 3-8.

Troxclair, D.A. (2000). Differentiating instruction for gifted students in regular education social

studies classes. Roeper Review, 22 (3); 195-198.

Tyler W. & Tandra L. (2000). An effective mathematics and science curriculum option for

secondary gifted education.

Roeper Review, 22 (4); 266-269.

Uresti, R., Goertz, J. & Bernal, E.M. (2002). Maximizing achievement for potentially gifted and

talented and

regular students in a primary classroom. Roeper Review, 25 (1); 130-133.

Weinfeld, R. & Barnes-Robinson, L. (2002). Academic programs for gifted and

talented/learning disabled students. Roeper Review, 24 (4) 226-233.

Winebrenner, S. (2006). Teaching kids with learning difficulties in the regular classroom:

Strategies and techniques

every teacher can use to challenge & motivate struggling students. Minneapolis, MN:

Free Spirit Publishing.

Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques

every teacher can

use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit

Publishing.

Proposal Date: Spring 2007


Department of Educational Administration, Leadership, and Research


(Action Item)

Contact Person: Ric Keaster, [email protected], 745-7088

1. Identification of proposed course:

1.1 Course prefix (subject area) and number: EDFN 700

1.2 Course title: Research Design and the Dissertation

1.3 Abbreviated course title: Res. Design and Dissertation

1.4 Credit hours: 3 Hours

1.5 Type of course: S

1.6 Prerequisites/corequisites: EDFN 601 and EDFN 603. Restricted to

doctoral students who have completed the majority of their coursework, and

have completed the comprehensive examination or are within six (6) hours of

the examination.

1.7 Course catalog listing: Includes research proposal process, parts of a

doctoral dissertation, steps in the dissertation process, use of APA style,

library searches, avoiding plagiarism, and scholarly writing process.

2. Rationale:

2.1 Reason for developing the proposed course: By the time doctoral students

are ready to begin the process of formulating the research problem,

research questions, and research design for the dissertation, it has often

been several years since they had a basic research course. Students find it

difficult to begin working on the dissertation without a refresher in

scholarly writing and research methodology. The proposed course will

increase exposure of doctoral students to written journal articles,

dissertations, and the application of research designs in studies in

education and the social sciences. Students will participate in discussions

about research articles and have opportunities to see the rationale for

research used in the studies as well as become familiar with the

dissertation process and procedures before they are required to begin their

own dissertations. Discussions will help clarify the research questions and

methodology for their own research topics. It would be an opportunity to

integrate the methodologies learned in other courses with their application

to the student’s own major research project. It would help in reading and

understanding methodology and results sections of studies, which will be

read and integrated into the review of literature for the dissertation. It will

help students get started with thinking and applying their knowledge of

research on a particular topic to a project of their own. It will clarify

procedures involved in the dissertation process. The course was offered as

a “one time only” in the fall semester of 2005.

2.2 Projected enrollment in the proposed course: Enrollment would be limited

to students in the doctoral program. Currently, with the Cooperative

mailto:[email protected]

Doctoral Program with University of Louisville, the projected enrollment

would be about 10 students per year (per offering). The projection is based

on admissions to that program of an average of about 10 students per year.

Upon approval of an Ed.D. program at Western Kentucky University, the

projected enrollment would eventually increase to the average number of

students admitted to that program per year. This number could be twenty

or more.

2.3 Relationship of the proposed course to courses now offered by the

department: The proposed course would be a culminating event in the

coursework of the doctoral student. Many courses in the program,

especially those in the research and statistics sequence, support the

successful completion of this course. The current course fits into the

following sequence of courses within the program: EDFN 601 (Applied

Statistical Techniques and Research Designs in Education), EDFN 603,

Advanced Quantitative Research Course or EDFN 703 (Proposed), EDFN

700, ELFH 780 (Problem Analysis in Educational Leadership I), and

ELFH 781 (Problem Analysis in Educational Leadership II) - (ELFH

courses are University of Louisville courses).

2.4 Relationship of the proposed course to courses offered in other

departments: The proposed course will not have a counterpart in any other

department at the university, since there are no other doctorates being

offered at the university.

2.5 Relationship of the proposed course to courses offered in other

institutions: Courses similar to this course are offered at other universities

offering the doctoral degree. Similar courses exist at other institutions for

the purpose of reviewing research methodology as well as scholarly

writing. The following are examples:

University of Kentucky – EDL 792 (Research in Educational

Administration and Supervision) – emphasizing an ‘appropriate problem

in educational administration and . . . generating a design appropriate to

the problem;’ EDL 651 – ‘study of assumptions and procedures of

systematic inquiry. . . regarding both quantitative and qualitative models. .

.’

University of Louisville – ELFH 700 (Research Concepts and Design) –

‘explores the logic of inquiry and examines and critiques a wide variety

of research approaches’

Bowling Green State University – EDFI 750 (Quantitative Research and

Statistical Methods in Leadership Studies) – ‘application and utilization of

basic research methods . . . development of a research proposal and data

analysis’

University of Southern Mississippi – REF 889 (The Dissertation Process)

– ‘the process of committee selection, topic selection, research, and

writing of the dissertation, including study of APA format and format of

the pre-proposal, proposal, and final dissertation.’

3. Discussion of proposed course:

3.1 Course objectives:

Demonstrate an understanding of the scientific method as applied to

research in education.

Demonstrate an understanding of different ways to classify research

methodology.

Retrieve information from library and Internet resources relevant to a

research question.

Demonstrate competency in evaluating educational research reports.

Demonstrate understanding and application of basic statistical results

in the research literature.

Demonstrate understanding and application of qualitative research

methods in the research literature.

Demonstrate skill in reviewing literature relevant to a specific research

question.

Incorporate information from empirical research reports into a

cohesive review of literature.

Demonstrate skill in writing in a scholarly manner.

Produce a pre-proposal with a research design appropriate for the

research question.

Demonstrate the ability to match research design and procedures to

possible research questions.

Demonstrate appropriate use of APA guidelines for scholarly writing.

Produce a plan with timeline for the completion of the dissertation

study.

3.2 Content outline: Topics will include the following:

Research problem and hypothesis

Finding a research problem

Advanced Library Research

Locating and reviewing the literature

Ethical, legal, and human relations issues

Evaluation and action research

Analysis of quantitative and qualitative methods in the literature:

descriptive and inferential statistics, measurement, sampling, tests and

self-report measures, case studies/ethnographies/narratives,

questionnaires and interviews, observation and content analysis

Parts of the dissertation

Procedures in planning the study

Selecting statistical analysis

APA style

Scholarly writing: Avoiding plagiarism

Developing the proposal

Procedures for proposal and dissertation defenses

Writing the dissertation

3.3 Student expectations and requirements: The course will be structured as a

seminar. Students will read dissertations and journal articles in their area of focus

and present them to the group for discussion. There will be extensive reading on

writing style, dissertations, methodology, research design, and parallel discussions

in class. Students will produce, in several iterations, a prospectus for their

research topic of choice. Completion of all planned activities will be required. The

grade will be a composite of assessments on the presentations and the final

prospectus.

3.4 Tentative texts and course materials:

American Psychological Association. (2001). Publication Manual of the

American Psychological Association, (5th ed.). Washington, DC:

Author.

Bogdan, R., & Biklen, S. (2003). Qualitative research for education: An

introduction to theory and methods. Needham Heights, MA: Allyn &

Bacon.

Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An

introduction (7th

ed.). Boston, MA: Allyn & Bacon.

Glatthorn, A. A., & Joyner, R. L. (2005). Writing the winning thesis or

dissertation: A step-by-step guide (2nd

ed.). Thousand Oaks, CA: Corwin

Press.

Thomas, R. M. (2003). Blending qualitative and quantitative research

methods in theses and dissertations. Thousand Oaks, CA: Corwin Press.

4. Resources:

4.1 Library resources: The proposed course will require the use of existing university

library databases and journal holdings. The only purchase that will need to be

made will be full access for our students to UMI Proquest Digital Dissertations

(full-text online). President Ransdell has publicly stated that $225,000 will be

provided in the budget for the new doctoral program and Dr. Burch has said that

this service is essential for the doctoral program. No additional purchases will be

needed.

4.2 Computer resources: Current computer and other technology resources are

adequate to deliver the course. No additional resources are necessary.

5. Budget implications:

5.1 Proposed method of staffing: Present faculty in EALR will staff the course.

5.2 Special equipment needed: There will be no additional resource requirements.

5.3 Expendable materials needed: There will be no additional resource requirements.

5.4 Laboratory materials needed: There will be no additional resource requirements.

6. Proposed term for implementation: Spring 2007


Educational Administration, Leadership

and Research: _____10/10/06_____

CEBS Curriculum Committee _____11/7/06________

Graduate Council _____11/9/06________

University Senate ___________________

Attachment: Bibliography, Library Resources Form, Course Inventory Form

Bibliography for EDFN 700

American Psychological Association. (2001). Publication manual of the American

Psychological Association, (5th

ed.). Washington, DC: Author.

Bogdan, R. & Biklen, S. (2003). Qualitative research for education: An introduction to theory

and methods. Needham Heights, MA: Allyn & Bacon.

Bryant, M. T. (2004). The portable dissertation advisor. Thousand Oaks, CA: Corwin

Press.

Creswell, J. W. (1998). Qualitative inquiry and research design. Choosing among five traditions.

Thousand Oaks, CA: Sage.

Davis, G. B. (1997). Writing the doctoral dissertation. Hauppauge, NY: Barron’s Educational

Series, Inc.

Denzin, N. K. & Lincoln, Y. S. (2000). Handbook of qualitative research. Thousand Oaks, CA:

Sage.

Ely, M. (1991). Doing qualitative research: Circles within circles. London: Falmer Press.

Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry.

A guide to methods. Newbury Park, CA: Sage.

Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in

education (6th

ed.). New York: McGraw-Hill.

Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An introduction (7th

Ed.). Boston, MA: Allyn & Bacon.

Glatthorn, A. A. & Joyner, R. L. (2005). Writing the winning thesis or dissertation: A

step-by-step guide (2nd

ed.). Thousand Oaks, CA: Corwin Press.

Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. New York:

Longman.

Heppner, P. P. & Heppner, M. J. (2004). Writing and publishing your thesis, dissertation, and

research: A guide for students in the helping professions. Belmont, CA: Brooks/Cole-

Thomson Learning.

Kerlinger, F. N. (1973). Foundations of behavioral research (2nd

ed.). New York: Holt, Rinehart

& Winston.

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

Lincoln, Y. S. & Denzin, N. K. (Eds.). (2003). Turning points in qualitative research. New

York: Altamiara Press.

Marshall, C. & Rossman, G. B. (1989). Designing qualitative research. Newbury, Park, CA:

Sage.

Meloy, J. M. (1994). Writing the qualitative dissertation. Understanding by doing.

Hillsdale, NJ: Lawrence Erlbaum.

Roberts, C. M. (2004). The dissertation journey: A practical and comprehensive guide to

planning, writing, and defending. Thousand Oaks, CA: Corwin Press.

Rudestam, K. E. & Newton, R. R. (2001). Surviving your dissertation: A comprehensive guide

to content and process. Thousand Oaks, CA: Sage Publications, Inc.

Sternberg, D. (1981). How to complete and survive a doctoral dissertation. St. Martin’s Press.

Wiersma, W. & Jurs, S. G. (2005). Research methods in education: An introduction

(8th

ed.). Needham Heights, MA: Allyn & Bacon.

Numerous online resources:

http://www.cwrl.utexas.edu/~syverson/basicinfo/diagnostics.html

http://graduate.louisville.edu/forms/dissertation.pdf

http://www.gse.buffalo.edu/DC/LAI/LAI_doc7.htm

http://www.tele.sunyit.edu/reading3-3-1.html

http://www.tele.sunyit.edu/delimitationsandlimitations.htm

http://www.geocities.com/CollegePark/1150/writing.html

http://www.cs.purdue.edu/homes/dec/essay.dissertation.html

http://pdc.csusb.edu/APAWritingStyle.htm

http://globetrotter.berkeley.edu/DissPropWorkshop/style/clarity.html

http://www.learnerassociates.net/dissthes/#1

http://www.ucalgary.ca/~hexham/study/plag.html

http://www.lib.usm.edu/research/plag/whatisplag.php

http://sja.ucdavis.edu/avoid.htm#guidelines

http://nutsandbolts.washcoll.edu/plagiarism.html

http://www.lib.usm.edu/research/plag/pretest.php

http://www.web-miner.com/plagiarism

http://www.apastyle.org/styletips.html

http://www.apastyle.org/faqs.html

http://www.wooster.edu/psychology/apa-crib.html

http://plagiarismtest.org/plagiarism/apa_test.html

http://nhnh.essortment.com/disseration_rdfd.htm

http://www.asgs.org/Annl_Svy.html

http://wwwlib.umi.com/dissertations/gateway

http://www.cwrl.utexas.edu/~syverson/basicinfo/diagnostics.html

http://graduate.louisville.edu/forms/dissertation.pdf

http://www.gse.buffalo.edu/DC/LAI/LAI_doc7.htm

http://www.tele.sunyit.edu/reading3-3-1.html

http://www.tele.sunyit.edu/delimitationsandlimitations.htm





http://pdc.csusb.edu/APAWritingStyle.htm



http://www.learnerassociates.net/dissthes/

http://www.ucalgary.ca/~hexham/study/plag.html

http://www.lib.usm.edu/research/plag/whatisplag.php

http://sja.ucdavis.edu/avoid.htm#guidelines

http://nutsandbolts.washcoll.edu/plagiarism.html

http://www.lib.usm.edu/research/plag/pretest.php

http://www.web-miner.com/plagiarism

http://www.apastyle.org/styletips.html

http://www.apastyle.org/faqs.html

http://www.wooster.edu/psychology/apa-crib.html

http://plagiarismtest.org/plagiarism/apa_test.html

http://nhnh.essortment.com/disseration_rdfd.htm

http://www.asgs.org/Annl_Svy.html

http://wwwlib.umi.com/dissertations/gateway

www.pitt.edu/~graduate/dissadvisor.html

http://www.nova.edu/ssss/QR/QR2-4/hernandez.html

http://www.uvm.edu/~gradcoll/thesiscommittee.html

http://www.pitt.edu/~graduate/dissadvisor.html





Proposal Date: 8/20/2006

Ogden College

Department of Department of Geography and Geology


(Action Item)

Contact Person: John All e-mail: [email protected] Phone: 5-5975


Prefix and number: GEOG 506

Title: Geoscience Environmental Seminar

Abbreviated title: Environmental Seminar

Credit hours: 1 hour (repeatable twice for a maximum of 3 hours credit)

Type of course: S (Seminar)

Prerequisites: None

Catalog course listing:

Designed for future environmental practitioners, this course will provide real

world examples of environmental science jobs and research projects. The course

will impart a broad understanding of environmental science from a multi-

disciplinary perspective. Required for the MS Environmental Science emphasis

degrees.

2. Rationale

o Reason for developing the proposed course:

As a vital part of a new interdisciplinary MS Environmental Science degree focus

in Geoscience, this course is intended to give students a vision of the

opportunities available within this field of study. It is also intended to stimulate

discussion from the wide variety of majors and fields represented in the class to

ensure the multi-disciplinary mixing of ideas and concepts as required by the new

program.

Projected enrollment in the proposed course:

15 per semester

Relationship of the proposed course to courses now offered by the department:

Part of the interdisciplinary MS Environmental Science concentration, this course

is intended to bring together students from a variety of backgrounds so that they

have a common inderstanding of the Environmental Science aspects of

Geoscience.

Relationship of the proposed course to courses offered in other departments:

Part of the interdisciplinary MS Environmental Science concentration, this class

will be cross-listed with the other departments on campus participating in the

environmental science program.

Relationship of the proposed course to courses offered in other institutions:

This is a typical course for an interdisciplinary Environmental Science program

and every school with such a program has a similar seminar series.


Course objectives:

Environmental science is an exciting field with constantly emerging job

opportunities. During this class, environmental practitioners and researchers will

provide lectures exposing students to the entire array of professional outlets for

environmental scientists. MS Environmental Science students will be required to

present thesis topics prior to graduation.

Content outline:

Guest lectures and discussions led by the MS Environmental Science Faculty.

This will vary by semester depending upon the speakers and course faculty

interests.

Student expectations and requirements:

Participation in discussion sections. All MSES students will be required to

participate in this class for three semesters and to present their thesis work at

some point during their program.

Tentative texts and course materials:

As suggested by individual lecturers.

4. Resources

Library resources:

See Library Resources Form

Computer resources:

None

5. Budget implications

Proposed method of staffing:

Existing Faculty

Special equipment needed:

None

Expendable materials needed:

None

Laboratory supplies needed:

None

6. Proposed term for implementation: Fall 2007

Dates of prior committee approvals:

Geography and Geology Graduate Committee September 6, 2006

___

OCSE Graduate Curriculum Committee

October 19, 2006

Graduate Council

November 9, 2006 _________

University Senate

___

Attachments: Bibliography, Library Resources Form, Course Inventory Form

http://www.wku.edu/Dept/Support/AcadAffairs/Registrar/Course_Inven_new_one_form.doc


Ogden College

Department of Geography and Geology


(Action Item)




Title: Environmental Science Concepts

Abbreviated title: Environmental Sci Concepts

Credit hours and contact hours: 3

Type of course: L (Lecture)

Prerequisites: None


Provides students a fundamental understanding of the inter-relationship among

the science and technical disciplines that contribute to our understanding of the

environment as a whole. Students are exposed to the unique challenges facing

environmental scientists, both from a practitioner and researcher perspective.

Students learn to utilize their discipline-specific background in conjunction with

an understanding of the roles and impacts of other disciplines to solve

environmental problems.

8. Rationale


This course will act as the core requirement for the new interdisciplinary

environmental science concentration within the MS Geoscience program. This

course is intended to address gaps in coursework for the variety of students

expected for the new program.


10 students per semester, when offered, based on projected enrollments in this

concentration within the MS Geoscience program.


No similar courses are currently offered.


No similar courses are currently offered.


Top graduate programs in environmental science/studies vary in availability of

such a course. For example, Clark University’s M.S. program in Environmental

Science has a similar course, as does the Brown University Center for

Environmental Studies. However, the SUNY College of Environmental Science

and Forestry does not, nor does the University of Maine Graduate Program in

Ecology and Environmental Science. Given the multidisciplinary nature of our

proposed program, we view a concepts course such as this to be a necessity.


Course objectives:

Prepare students to enter into the study of environmental science at a graduate

level. Introduce research methods and core environmental science concepts.

Prepare students to examine science questions with an interdisciplinary outlook

and to work in research teams.

Content outline:

Modern philosophy of science

Research Methods

Systems science and a systems definition of environment

Plate tectonics

Biogeochemical cycles

Soils

Land degradation - salinization and erosion

Groundwater and Surface water flow

Climate and climate models

Ecosystem structure and function

Community and population dynamics

Evolution

Complexity theory

Organic and Inorganic chemical reactions


Students will be required to complete a group research project with other students

in the class. There will be written exams and a written project report.


Selected reading

10. Resources

Library resources:


Computer resources:

None needed



Current staff


None


None


None



Geography and Geology Department/Division September 6, 2006

______


October 19, 2006

Graduate Council

November 9, 2006

University Senate




Ogden College



(Action Item)




Title: Environmental Law, Regulations, and Policy

Abbreviated title: Environmental Law

Credit hours and contact hours: 3 hours


Prerequisites: GEOG 500


An introduction to major environmental legislation for air, water, toxic and

hazardous pollutants, and related legislative, administrative, and judicial

developments. A broad overview of legal practices focused on specific regulatory

programs.

14. Rationale


To offer an overview of legal issues faced by environmental science practitioners.

Legal constraints often govern the day-to-day operation of most environmental

science agencies and businesses and a thorough grounding in current law and

regulations is crucial for the success of a new practitioner.


10 students, when offered, based on projected enrollment in the environmental

science concentration and existing enrollment in the geoscience program.


This course supports coursework in the environmental science concentration of

the MS geoscience program. It does not duplicate material in other courses but

provides a new regulatory and policy perspective for environmental science

majors.


None are similar, although PH 590, Public Health Law, and ECON 430G,

Environmental and Resource Economics, may overlap in a couple of minor areas.


This is one of the most common courses required for environmental science

degrees and offering such a course will put WKU clearly in the mainstream of

such programs. An Environmental Law course typically is offered in law school

curricula, such as at Pittsburgh Law School and the George Mason School of

Law, and is generally found most environmental science programs, such as those

at the University of Tennessee at Chattanooga, North Carolina State University,

and Utah State University.


Course objectives:

This is a graduate survey course in environmental law. Environmental Law is

comprised of a vast body of legislation and common law and students examine

only the major concepts so that more focused study on a particular subject can be

understood in context. Law dominates all aspects of society and it is important

for students to understand that law isn’t designed to determine what is ‘right or

moral’ but to enforce what is expedient for society’s optimal functioning. The

class will be taught using the Socratic method, which is the most common

teaching technique in US law schools.

Content outline:

Introduction to the US legal framework

National Environmental Policy Act (NEPA)

Clean Air Act

Water laws

Toxics laws

Endangered Species Act

International environmental laws


In-class discussion will be required and forms a substantial portion of the grade.

Tests and a research project will also be required.


Salzman, J. and B. H. Thompson. 2003. Environmental Law and Policy.

Foundation Press, N.Y. 305 pp.

16. Resources

Library resources:


Computer resources:

None



Current Staff


None


None


None



Geography and Geology Department September 6, 2006

___


October 19, 2006

Graduate Council

November 9, 2006

University Senate




Ogden College of Science and Engineering



(Action Item)

Contact Person: Jun Yan e-mail: [email protected] Phone: 5-8952



Title: Spatial Databases

Abbreviated title: Spatial Databases

Credit hours and contact hours: 3


Prerequisites: GEOG 417G & GEOG 419G; or special permission of instructor


Advanced topics in GIS database planning, design, implementation, and

administration. Covers a variety of GIS data models and their design &

realizations in spatial database engines (SDG) used with database management

systems software. (Course fee required.)

20. Rationale


With the widespread use of GIS and other computer technologies, databases in

GIS are becoming larger and more complex than ever. This course offers graduate

students an opportunity to master the necessary skills to develop and administer

large and complex GIS databases.


5-10 students per course offering, based on Master’s student enrollment history.


This course builds on the existing courses that provide general training in

geographic information systems (e.g. Geog 317), complements many other topical

and technique courses (e.g. Geog 417G and 419G), and supports advanced

courses in planning, environment, and general geoscience (e.g. Geog 423G, Geog

520, Geog 474, Geog 584. Most of the topics covered in this course are only

addressed briefly in the existing GIS curriculum. Current GIS course provide

students with GIS analytical skills, while this course enhances the knowledge of

our students in understanding the development and administration of complex

GIS databases in a more sophisticated milieu.


None at present, although there is some overlap with database management

systems issues addressed in CS 443G. However, CS 443G does not cover any

topics related to spatial databases.


Universities across the U.S. offer courses in database management systems, yet

few are GIS based as they are primarily oriented to computer science majors.

This is a cutting-edge area of study that few graduate-level GIS programs have

yet to address. WKU will have the first such course in the Commonwealth.


Course objectives:

This course focuses on the process of planning, design, implementation, and

administration of GIS databases. It provides students a conceptual background in,

as well as practical guidelines for, GIS databases development and management.

Students will work on lab exercises using both ESRI software and database design

techniques.

Content outline:

Data requirements analysis; GIS database design; Geodatabase Data Model;

database management system (DBMS); ArcSDE (Spatial Database Engine); data

creation and population; SQL and query optimization; and GIS data integration.


Students’ work will be evaluated via a combination of exams, written reports,

group projects, and successful completion of all assigned lab exercises and

projects.


Modeling Our World. Michael Zeiler. ESRI Press. 1999.

Designing Geodatabases: Case Studies in GIS Data Modeling. David K. Arctur

and Michael Zeiler. ESRI Press. 2004.

Fundamentals of Database Systems, 4th Edition. R. Elmasri and S. B. Navathe.

Addison-Wesley Publishing Co. Inc. 2003.

Additional materials will supplement the textbooks.

22. Resources

Library resources:

See attached library resource form and bibliography.

Computer resources:

The resources available at the WKU Department of Geography & Geology are

adequate for the proposed course



Existing faculty will teach this course


The Geography and Geology Department is committed to securing and

maintaining for this course the necessary state-of-the-art GIS software, which will

carry a campus-wide license and be available to students in the GIS labs.


Course fee covers materials required for map printing and other GIS-related

materials.


Course fee covers any supplies needed.



Geography and Geology Department

9/13/2006


10/19/2006

Graduate Council

11/9/2006

University Senate




Bibliography, Geography 543 – Advanced GIS Databases

The following list contains reference texts available in the WKU library, which would be supplemental to

course delivery.

General GIS and Spatial Analysis

Goodchild, Michael F. and Donald G. Janelle. Spatially Integrated Social Science. New York: Oxford

University Press. 2004

Verbyla, David L. Practical GIS analysis. London ; New York: Taylor & Francis, 2002.

Haining, Robert. Spatial data analysis: theory and practice. New York: Cambridge University Press,

2003.

Bailey, Trevor C. and Anthony C. Gatrell. Interactive spatial data analysis. New York: Wiley, 1995.

Fotheringham, A. Stewart and Michael Wegener. Spatial Models and GIS: new potential and new models.

Philadelphia: Taylor & Francis, 2000.

Stillwell, John and Graham Clarke. Applied GIS and spatial analysis. Hoboken, NJ: Wiley, 2004.

Database Management Systems and Database Design

Watson, Richard T. Data management : databases and organizations. 5th edition. Hoboken, NJ : J. Wiley,

2006.

Teorey, Tobey, Sam Lightstone, and Tom Nadeau. Database modeling & design : logical design. Boston:

Morgan Kaufmann Publishers, 2006.

Hellerstein, Joseph M. and Michael Stonebraker. Readings in database systems. Cambridge, Mass. : MIT

Press, 2005.

Bagui, Sikha and Richard Earp. Database design using entity-relationship diagrams. Boca Raton :

Auerbach, 2003.

GIS Books in Various Application Domains

Cromley, Ellen K. and Sara L. McLafferty. GIS and public health. New York: Guilford Press, 2002.

Khan, Omar A. and Ric Skinner. Geographic information systems and health applications. Hershey, PA:

Idea Group Pub., 2003

Maheswaran, Ravi and Massimo Craglia. GIS in public health practice. Boca Raton: CRC Press, 2004.

Melnick, Alan L. Introduction to geographic information systems in public health. Gaithersburg, MD:

Aspen Publishers, 2002.

Miller, Harvey J. and Shih-Lung Shaw. Geographic information systems for transportation: principles

and applications. New York: Oxford University Press, 2001.

DeMers, Michael N. GIS modeling in raster. New York: Wiley, 2002.

Goodchild, Michael et al. GIS and environmental modeling: progress and research issues. Fort Collins,

CO: GIS World Books, 1996.

Goodchild, Michael F., Bradley O. Parks, and Louis T. Steyaert. Environmental modeling with GIS. New

York: Oxford University Press, 1993.

Skidmore, Andrew. Environmental modelling with GIS and remote sensing. London ; New York: Taylor

& Francis, 2002.

Brimicombe, Allan. GIS, environmental modelling and engineering. New York: Taylor & Francis, 2003.

Lyon, John G. GIS for water resources and watershed management. London: Taylor & Francis, 2003.

Wyatt, Peter and Martin Ralphs. GIS in land and property management. New York: Spon Press, 2003.

Leipnik, Mark R. and Donald P. Albert. GIS in law enforcement: implementation issues and case studies.

New York: Taylor & Francis, 2003.

Hanna, Karen C. and R. Brian Culpepper. GIS in site design: new tools for design professionals. New

York: Wiley, 1998.

Zhong-Ren Peng and Ming-hsiang Tsou. Internet GIS: distributed geographic information services for

the internet and wireless networks. Hoboken, NJ: Wiley, 2003.

Journals

Cartography and Geographic Information Science

Cartography and Geographic Information Systems

International Journal of Geographic Information Science

Geographical Analysis

Journal of Regional Science

Environment and Planning A.

Environment and Planning B.

The following list contains reference texts that are currently unavailable in the WKU library, but would

be useful for the course.

Arctur, David K. and Michael Zeiler. Designing Geodatabases: Case Studies in GIS Data Modeling.

ESRI Press. 2004.

Zeiler Michael. Modeling Our World. ESRI Press. 1999.

Booth, Bob, et al., ArcGIS 9: Geodatabase Workbook, ESRI Press, 2004.

MacDonald, Andrew, ArcGIS 9: Building a Geodatabase, ESRI Press, 2004.

LIBRARY RESOURCES

Revised November 1996

Date: ________________________

Proposed Course Name and Number:

______________________________________________________________________________

__________________________________________________________________

Current Library holdings in support of the described course are:

__________ Adequate __________ Inadequate*

*Additional materials which would raise support to an adequate level:

Monographs or Nonprint Resources: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

(Note: put any additional recommended titles on reverse side)

Serials to be recommended for adoption: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Comments: ________________________________________________________________________

________________________________________________________________________

____________________________________________

Faculty Member Proposing Course

____________________________________________

Liaison Librarian

____________________________________________

Coordinator, Collection Development

A tentative course proposal including bibliography must be submitted to the appropriate Subject

Reference Librarian at least three weeks prior to the departmental curriculum committee meeting

when the proposal will be considered. The availability of Library Resources Statement will be

completed and returned to the course proposer.


Department Of Geography And Geology

Department of Odgen College Of Science And Engineering

Proposal to Revise Course Prerequisites/Corequisites

(Consent Item)

Contact Person: Jun Yan e-mail: [email protected] Phone: -55982

1. Identification of course

1.1 Course prefix (subject area) and number: GEOG 419G

1.2 Course title: GIS Application Development

1.3 Credit hours: 3

2. Current prerequisites/corequisites/special requirements:

: GEOG 417 and CS 226

: :

3. Proposed prerequisites/corequisites/special requirements:

: GEOG 417 and CS 230

: :

4. Rationale for the revision of course prerequisites/corequisites/special requirements:

CS 226 is not offered anymore by Computer Science Department; CS230 covers

the same content that CS 226 used to offer.

5. Effect on completion of major/minor sequence: None



Geography and Geology Department/Division 9/13/2006

Graduate Curriculum Committee 10/19/2006


University Senate

Attachment: Course Inventory Form

http://www.wku.edu/Dept/Support/AcadAffairs/Registrar/Course_Inven_revision_form.doc



Department of Psychology

Proposal to Revise a Program

(Action Item)

Contact Person: Dr. Steven J. Haggbloom email:[email protected] Phone: 5-4427

1. Identification of program:

1.1 Reference Number: 092

1.2 Current Program Title: Master of Arts in Psychology

1.3 Credit Hours: 48

2. Identification of the proposed changes:

Editorial changes to program and concentration descriptions to improve

readability

Eliminate thesis option from General Psychology Concentration

3. Detailed program description:

CURRENT PROGRAM DESCRIPTION PROPOSED PROGRAM DESCRIPTION

This general program provides preparation

for students who wish to pursue careers in

clinical, business, or governmental settings,

and/or enter a Ph.D. program. The department

offers four concentrations within the program:

clinical, experimental, industrial/

organizational, and general. Within each

concentration, the student is expected to

become competent in theory, research, and

application of psychology as related to the

chosen area of concentration.

Applicants should have a statistics and

experimental methodology course; background

in general psychology; a minimum score of

850 on the Graduate Record Examination

(GRE) General Test (verbal and quantitative

combined); a minimum GPA of 2.75 with 3.0

in psychology courses. Applicants should

submit three letters of recommendation, tran-

scripts, a psychology department application

form, and the Graduate Studies application

form. Beyond the stated minimum require-

ments, selection is competitive. The total

number of hours required is 48.

This general program provides preparation

for students who wish to pursue careers in

clinical, business, or governmental settings,

and/or enter a Ph.D. doctoral program. The

department offers four concentrations within

the program: clinical, experimental, industrial/

organizational, and general. Within each

concentration, the student is expected to

become competent in theory, research, and

application of psychology as related to the

chosen area of concentration.

Applicants should have a statistics and

experimental methodology course; background

in general psychology; a minimum score of

850 on the Graduate Record Examination

(GRE) General Test (verbal and quantitative

combined); a minimum GPA of 2.75 with 3.0

in psychology courses. Applicants should

submit three letters of recommendation, tran-

scripts, a psychology department application

form, a 500-word personal statement

describing professional interests and career

goals, and the Graduate Studies application

form. An interview may be required.

Applicants to the clinical psychology

concentration should also submit an

affidavit affirming that they have never

been convicted or charged with a felony

crime. Applications should be received by

March 1 for priority consideration. Beyond

the stated minimum requirements, selection is

competitive.

The program comprises 12 hours of core

courses, 9 hours of restricted electives, 12-15

hours of specialized courses in a

concentration, 6-9 hours of practicum

and/or internship, and 6 hours of thesis or

electives (48 credit hours total). A

comprehensive examination is required at

the time of thesis defense or upon com-

pletion of course work. The research tool is

required in all concentrations. No

concentration may have more than 9 hours

of 400G-level courses.

Psychology Core Courses—21 hours

Concentration Specialization (12-15 hours)

Practicum, Internship (6-9 hours)

Thesis or 2 electives (6 hours)

Psychology core requirements—12 hours for

all concentrations

PSY 512 Experimental Design

PSY 541 Professional Issues and Ethics in

Psychology

PSY 563 Statistics and Psychometric

Theory

PSY 552 Advanced Social Psychology

Restricted Electives—9 hours

Learned Bases of Behavior—3 hours

PSY 511 Psychology of Learning

PSY 523 Advanced Topics in Cognition

PSY 673 Advanced Training in Business

and Industry

Individual or Unique Basis of Behavior—3

hours

PSY 520 Individual Differences and

Human Diversity

Psychology Core Courses—21 hours

Concentration Specialization (12-15 hours)

Practicum, Internship (6-9 hours)

Thesis or 2 electives (6 hours)

Psychology cCore Courses requirements—12

hours for all concentrations

PSY 512 Experimental Design – 3 hours

PSY 541 Professional Issues and Ethics in

Psychology – 3 hours

PSY 563 Statistics and Psychometric

Theory – 3 hours

PSY 552 Advanced Social Psychology – 3

hours

Restricted Electives—9 hours

Learned/Cognitive Basis of Behavior—3

hours

PSY 511 Psychology of Learning – 3 hours

PSY 523 Advanced Topics in Cognition –

3 hours

PSY 673 Advanced Training in Business

and Industry – 3 hours

Individual or Unique Basis of Behavior—3

hours

PSY 520 Individual Differences and

Human Diversity – 3 hours

PSY 521 Advanced Child Developmental

Psychology

PSY 550 Personality Theory

Advanced Analysis of Behavior-Biologi-

cal/Quantitative-3 hours

PSY 580 Physiological Psychology

PSY 513 Advanced Statistical Analysis

Both Plan A (thesis) and Plan B (non-

thesis) are available. The research tool is

required in all concentrations. No program

may have more than 9 hours of 400G-level

courses. A practicum or internship is required

(6 to 9 hours). A comprehensive examination

is required at the time of thesis defense or upon

completion of course work.

Clinical Psychology, Concentration Code

MACL

This concentration is practice-oriented and

offers a broad foundation for individuals

planning to render psychological services at the

MA level. Students prepare for the

certification examination administered by the

Kentucky State Board of Psychology and by

boards in other states requiring certification for

individuals who provide psychological services

at the MA level. Practicum and internship (9

hours) required. Thesis (or 2 course electives)

required. This program requires 48 hours.

PSY 521 Advanced Child Developmental


PSY 550 Personality Theory – 3 hours

Advanced Analysis of Behavior-Biologi-

cal/Quantitative Analysis of Behavior-3 hours

PSY 580 Advanced Physiological


PSY 513 Advanced Statistical Analysis – 3

hours

Both Plan A (thesis) and Plan B (non-

thesis) are available. The research tool is

required in all concentrations. No program

may have more than 9 hours of 400G-level

courses. A practicum or internship is required

(6 to 9 hours). A comprehensive examination

is required at the time of thesis defense or upon

completion of course work.

Clinical Psychology, Concentration Code

MACL

This concentration follows the scientist-

practitioner model of training. It prepares

students to be successful performing both

research and therapy. The program is

practice-oriented, and offers a broad founda-

tion for individuals planning to the

professional who will render a wide variety

of psychological services at the MA level.

Students The program also prepares students

to pursue further education at the doctoral

level. The program prepares students for the

national ASPPB licensure examination

required to practice psychology in many

states. administered by the Kentucky State

Board of Psychology and by boards in other

states requiring certification for individuals

who provide psychological services at the MA

level. Practicum and internship (9 hours) re-

quired. Thesis (or 2 course electives) (6 hours)

required. A criminal background check will be

required of successful applicants during the

first semester of graduate study at the

applicant’s expense. This program requires 48

hours.

Industrial-Organizational Psychology,

Concentration Code MAIN

This concentration focuses on behavior in

business and governmental organizations.

Students are expected to become proficient in

the construction and validation of personnel

selection systems. Job analysis, test validation,

criterion development, equal employment

opportunity law, and training in business and

industry are emphasized in the program. A

four-to-six months internship in personnel

psychology is encouraged (6 hours); 6 advisor-

approved graduate credit hours may be

substituted for the internship if no internship

placement can be obtained. A thesis is


Industrial-Organizational Psychology,

Concentration Code MAIN

This concentration focuses on behavior in

business, industry, consulting, and

governmental organizations. Students are

expected to become proficient in the

construction and validation of personnel

selection systems. Job analysis, test validation,

criterion development, equal employment

opportunity law, and training in business and

industry are emphasized in the program. A

four-to-six months internship in personnel

psychology is encouraged (6 hours); 6 advisor-

approved graduate credit hours may be

substituted for the internship if no internship

placement can be obtained. A thesis is


Experimental Psychology, Concentration

Code MAAE

The experimental concentration is a

research-oriented program designed to prepare

individuals for continuation in a Ph.D. program

and/or positions in industry, government, or

education where strong research and

methodological skills are needed Some

freedom within the curriculum permits the

student to design a program that best fits

his/her interests. The program provides a

number of research areas including cognition,

perception, neuroscience, child development,

aging, social psychology, sport psychology,

and educational psychology. A thesis is

required, in addition to a research practicum (6

hours) involving two semesters of participation

in a research project prior to the thesis. This

program requires 48 hours.

Experimental Psychology, Concentration

Code MAAE

The experimental This concentration is a

research-oriented program and designed to

prepare individuals for continuation in a Ph.D.

program and/or positions in industry,

government, or education where strong

research and methodological skills are needed.

Some freedom within the curriculum permits

the student to design a program that best fits

his/her interests. The program provides a

number of research areas including cognition,

perception, neuroscience, child development,

aging, social psychology, sport psychology,

and educational psychology. A thesis is

required, in addition to a research practicum (6

hours) involving two semesters of participation

in a research project prior to the thesis. This

program requires 48 hours.

General Psychology, Concentration Code

MAGE

This concentration is designed for students

who desire a terminal master’s degree in

general psychology or who plan to pursue

doctoral studies in specialties not included

above. Course requirements, beyond those

required in the core, are individually deter-

General Psychology, Concentration Code

MAGE

This concentration is designed for students

who desire a terminal master’s degree in

general psychology. or who plan to pursue

doctoral studies in specialties not included

above. Course requirements, beyond those

required in addition to the core courses and

mined by the faculty advisor. A thesis or 2

course electives is required. Practicum is

required (6 hours). This program requires 48

hours.

restricted electives, are individually deter-

mined by in consultation with the faculty

advisor. A thesis or 2 course electives is

required. Practicum (6 hours) is required. (6

hours). This program requires 48 hours. A

thesis is not allowed.

4. Rationale for proposed program revisions:

These are editorial changes to enhance the readability of the text.

The thesis option is being deleted from the General Concentration because it does

not ensure sufficient specialization for successful completion of a high quality

thesis.

5. Proposed term for implementation and special provisions:

Term: Fall, 2007

Provisions, if applicable: None


Department of Psychology 9/15/2006

CEBS Curriculum Committee 10/3/2006


University Senate ________

Attachment: program Inventory Form


Ogden College of Science and Engineering

Department of GEOG

Proposal to Revise a Program

(Action Item)


25. Identification of program

1.1 Reference Number: 072

1.2 Current Program Title: Master of Science in Geoscience

1.3 Credit hours: 30-36

26. Identification of the proposed changes:

Departments within the Ogden College of Science and Engineering propose to

establish a suite of graduate degree options to be collectively referenced as the

Master of Science in Environmental Science. The Master of Science in

Environmental Science will consist of identically structured options in at least one

program within in each participating department. For the purposes of this

proposal, the collection of degree options will be referenced specifically as the

"Coordinated Program," to differentiate it from traditional "Programs" with

institutional and state reporting requirements. Each degree program or

department contributing an option, faculty member or other resource to the

Coordinated Program will be referenced as the Home Department or Program.

Each degree program option contributed by the participating departments will be

referenced in this document as "Options," indicating them to be both options

within the Coordinated Program and the Home Department/Program. Coordinated

Program governance will include oversight of each of the contributing

departmental program option and will be shared across all participating

departments and is defined in the attached Environmental Science Corrdinated

Degree Program By-Laws. All metrics requiring institutional or state reporting

will be submitted by, and allocated to, each Home Department/Program.

27. Detailed program description:

The proposed program option will consist of two plans. The thesis plan,

consisting of 24 hours of coursework and 6 hours of thesis, is designed for

students wishing to develop a core proficiency in environmental science while

focusing on solving a specific problem or research question. The non-thesis plan,

consisting of 36 hours of coursework, is designed for students desiring a broad

understanding of environmental science from a multi-disciplinary perspective.

Both plans share a common core designed to provide the student with an

fundamental understanding of the policy drivers and disciplinary inter-

relationships that are essential for successful environmental management.

Core - 9 credit hours taken from cross-listed inter-disciplinary courses:

• GEOG 587. Environmental Law - This is a new 3-credit-hour course to be cross-

listed, ideally team taught, and offered in each participating department. The

purpose of this course is to provide the student with a fundamental understanding

of environmental policy.

• GEOG 543. Environmental Science Concepts - This is a new 3-credit-hour

course to be cross-listed, team taught and offered in each participating

department. The purpose of this course is to provide the student with a

fundamental understanding of the inter-relationship between the science and

technical disciplines contributing to our understanding of our environment as a

whole. The student will be exposed to the unique challenges facing

environmental scientists both from a practitioner and researcher perspective. The

student will learn to utilize his/her discipline-specific background in conjunction

with an understanding of the roles and impacts of other disciplines to solve

environmental problems.

• GEOG 506. Environmental Seminar - 3 credit-hours of an environmental

seminar offered once a week for one credit-hour per semester. This is a new

course that will be offered once per semester and cross-listed among all

participating departments. All Environmental Science students will be required to

be continuously enrolled in the seminar for a minimum of 3 credit hours total

towards their degree program. Practitioners and researchers will provide lectures,

exposing the students to the entire spectrum of professional outlets for

environmental scientists. Students having developed a thesis topic will be

required to present at least once prior to completion of their degree program. This

will require a variance from the College of Graduate Studies requirement that the

research tool be completed within the first 15 hours. Approximately 2 hours

worth would be completed by the 2nd

semester (>15 hours).

Thesis Plan

• Discipline-Specific Research Methods - 3-4 credit hours. These are

existing discipline-specific courses offered in each home department (BIO 483G,

GEOG 520, AG 591, etc). The purpose of this course is to provide the student

with the ability to execute research with a perspective of their home discipline.

• GEOG 599. Thesis - 6 credit hours. Students will be required to write a formal

thesis proposal and present it to their peers during an Environmental Seminar.

• Electives – 12 credit hours of electives approved by the student’s advisory

committee, supportive of the student’s thesis topic.

Non-Thesis Plan:

• Electives – 27 hours of electives approved by the student’s advisory

committee, with no more than 9 hours coming from any one department.

Students electing to incorporate the Environmental Science option in their

Masters of Science in Geoscience degree program will need to ensure that they

fullfil these requirements in addition to the base requirements of the Master of

Science in Geoscience degree program.

Current Program Options Proposed Program Options

M.S. Geoscience Program (Thesis) M.S. Geoscience Program (Thesis)

Core Requirements 12 hours [GEOG 500, 502, 520]


Program Electives 12 hours [Any 12 hours of graduate coursework approved by the thesis director]


Thesis Research 6 hours [An approved thesis project]


PROGRAM TOTAL 30 hours PROGRAM TOTAL 30 hours

Additional Requirements: Additional Requirements:

Research Tool 3 hours [An appropriate course approved by the thesis director and the Graduate School]


M.S. Geoscience (Non-Thesis) M.S. Geoscience (Non-Thesis)





Graduate Project 6 hours [A research paper of publishable quality approved by the program director]


PROGRAM TOTAL 36 hours Program Total 36 hours

Additional Requirements: Additional Requirements:



Environmental Sci. Option (Thesis)

Interdisciplinary Core Requirements 9 hours [GEOG 506, 543, 587

Program Requirements 8 hours [GEOG 500, 520]

Program Electives 7 hours [Any 7 hours of graduate course-work approved by the thesis director]


Program Total 30 hours

Additional Requirements:

Research Tool 3 hours [An appropriate course approved by

the thesis director and the Graduate School]

Environmental Science Option

(Non-Thesis) Interdisciplinary


Program Requirements 8 hours [GEOG 500, 520]



Program Total 36 hours

Additional Requirements:


28. Rationale for proposed program revisions:

Many of the students who graduate with a Master of Science in Geoscience will

pursue careers that relate to the area of environmental sciences. In order to

prepare them for those types of careers, this option will provide class work that

broadens their knowledge in a wide range of environmental science subjects,

since it is cross disciplinary in nature and content.

29. Proposed term for implementation and special provisions:

Term: Fall 2007

Provisions, if applicable: Committee approval for all new classes


GEOG/GEOL Graduate Committee September 6, 2006

OCSE Graduate Curriculum Committee October 19, 2006

Graduate Council November 9, 2006

University Senate

Attachment: Program Inventory Form

http://www.wku.edu/Dept/Support/AcadAffairs/Registrar/ProgramInventoryForm.doc

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